The Jamaican Government with support from UNESCO have begun the implementation of the Information and Communications Technology Competency Framework for Teachers (ICT-CFT). A new ICT-CFT Curriculum has been developed from this framework and is currently being piloted at the University of Technology, Jamaica. This study was conducted among the pilot group of pre-service teachers to determine their perceptions of the impact of this new course of study on their abilities to integrate ICT in their specialist areas. Two research questions guided the study.
A total of 30 pre-service TVET teacher, two lecturers and the educational technologist were purposefully selected for the study. The sample size was (n =33). A questionnaire and interviews were used to collect data. The findings showed that gender matters as it relates to the perceptions of pre-service TVET teachers and their readiness to integrate ICT in the curriculum. Males demonstrated a higher level of perceptions than their females. There was no difference in the perceptions of males and females towards their preparation to integrate ICT in the curriculum. Factors such as age group, prior exposure to ICT, and previous teaching experience, were not significant.
The interview findings suggested that peer support and adequate technical support were among the factors that can impact the pre-service TVET teachers’ mastery of integration of ICT in the curriculum. Recommendations were made on supporting the pre-service TVET teachers, modeling effective technology integration, promoting self-efficacy, and observing the pre-service TVET teachers during the practicum.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Theoretical Framework
- Delimitations and Limitations of the Study
- Significance of the Study
- Literature Review
- The New Realities Facing Teacher Training Programmes
- Technology Self-Efficacy and Technology Integration
- Research Methodology
- Results
- Conclusion
- Recommendations
- Future Research
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the perceptions of pre-service TVET teachers regarding their readiness to integrate ICT into the curriculum at UTech, Jamaica. The research focuses on identifying factors that influence these perceptions and how they relate to the implementation of the new ICT for Educators 1 program.
- Impact of gender on pre-service TVET teachers' perceptions of their ability to integrate ICT in the curriculum.
- Factors influencing the perceptions of pre-service TVET teachers towards ICT integration in the curriculum.
- Readiness and willingness of pre-service TVET teachers to incorporate ICT into their teaching practices.
- Exploration of the Technology Acceptance Model (TAM) and the Technological, Pedagogical, and Content Knowledge (TPACK) Model in relation to the integration of ICT.
- The role of technical support, peer support, and self-efficacy in promoting successful ICT integration.
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter sets the context by highlighting the increasing emphasis on ICT integration in education, particularly in Jamaica and globally. It discusses the need for teachers to be equipped with the skills and knowledge to effectively integrate ICT into the curriculum, citing the impact of digital tools and the expectations of Millennial learners. The chapter also introduces the ICT Competency Framework for Teachers (ICT-CFT) implemented by the Jamaican government, which aims to improve teachers' ability to integrate technology.
- Statement of the Problem: This chapter delves into the challenges faced by educational institutions in preparing both pre-service and in-service teachers to effectively integrate ICT into the curriculum. It highlights the concerns regarding the gap between teachers' technical ICT skills and their pedagogical knowledge, emphasizing the need for a deeper understanding of the readiness and willingness of pre-service TVET teachers to incorporate ICT.
- Purpose of the Study: This chapter clarifies the main objective of the study, which is to investigate the perceptions of pre-service teachers' readiness to integrate ICT in the curriculum at UTech, Jamaica. It underscores the importance of this research in providing valuable insights for guiding the piloting of the new ICT for Educators 1 program.
- Research Questions: This chapter presents the two key research questions guiding the study:
- How does the gender of pre-service TVET teachers' influence the perceptions of their ability to integrate ICT in the curriculum?
- What are some of the factors that are related to the perception of pre-service TVET teachers as they seek to integrate of ICT in the curriculum?
- Theoretical Framework: This chapter introduces the two theoretical frameworks used in the study: the Technology Acceptance Model (TAM) and the Technological, Pedagogical, and Content Knowledge (TPACK) Model. The chapter provides a brief overview of each model, highlighting their relevance to the research. It also includes figures illustrating the models.
- Delimitations and Limitations of the Study: This chapter outlines the specific limitations of the study, such as the sample size and the focus on pre-service TVET teachers at UTech, Jamaica.
- Significance of the Study: This chapter emphasizes the importance of the study in addressing the current need to investigate the readiness of pre-service TVET teachers to integrate ICT. It highlights the potential impact of the findings on teacher education programs and the implementation of ICT integration strategies.
- Literature Review: This chapter provides a comprehensive review of the existing literature on ICT integration in education, specifically focusing on the challenges and opportunities related to teacher training and development. It explores relevant concepts such as the new realities facing teacher training programs and the role of technology self-efficacy in promoting effective technology integration.
- Research Methodology: This chapter describes the research methodology used in the study, including the research design, sampling technique, data collection methods, and data analysis procedures.
- Results: This chapter presents the findings of the study, exploring the relationship between gender, factors influencing perceptions, and pre-service TVET teachers' readiness to integrate ICT into the curriculum. It analyzes the data collected through questionnaires and interviews.
Schlüsselwörter (Keywords)
The study primarily focuses on the integration of ICT in education, particularly within the context of pre-service TVET teacher training in Jamaica. Key terms include the impact of gender, factors influencing perceptions, the Technology Acceptance Model (TAM), the TPACK model, and the readiness and willingness of pre-service TVET teachers to integrate ICT in the curriculum. The study also explores the significance of technical support, peer support, and self-efficacy in promoting successful ICT integration.
- Quote paper
- Junior Martin (Author), 2019, Pre-Service TVET Teachers’ Perceptions of their Readiness to Integrate ICT in the Curriculum, Munich, GRIN Verlag, https://www.grin.com/document/501866
